tv Teachers Discuss Using Current Events in Lesson Plans CSPAN August 30, 2017 3:19pm-4:27pm EDT
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california, teachers and government. welcome to both of you and welcome to the fellowship program. how do you engage high school students in government? is a challenge because political discourse faces is so much emphasis on stem. kids understand that side but they do not always acknowledge why the humanities are important. start with a relevance. matter to you and contextualized science and engineering and math and technology. beginning cell is something like, this might be the only government >> you might take. be a juror forever and i need tools that will help you for the rest of your life. it is helpful to note not just what is happening now but why it
is happening. we know the attention span of the generation can be relatively small. what are some of your secrets? >> it is a chance to learn about their story. the story starts with people who have come long before them and shape the way the world around them operates. if they realize that wait a start, it does not just with me but what i contribute where i am coming from, it is part of the bigger story. allowing them to take in other opinions and the perspective of others through social media and video, it gives a chance to think, why is it i see the .orld this way quite you get the students at the high school level. let me follow up with you. do you sense the students come to high school with a basic understanding of government and
the documents that shaped america? >> some of them do. and if you do not know why it is important, you do not always pay attention. in have a sense they lived an extra in our country and it is my responsibility to help understand why it is so extraordinary pair it what does it mean to explore this more? some kids have a fundamental understanding. is to help them work through assumptions and --llenge them and ask them so they can ignore knowledge and admit it is ok if they do not know something and that is ok and it is a good starting place to knowledge that maybe there is a limitation. and the critical thing -- google guest:, all around them. on twitter --
guest: on twitter, trying to tell a story, they all know that life, liberty, and the pursuit of happiness, but i ask what is the next sentence? i argue that is really theirtionary, deriving just powers from the consensus to govern. talking about why it all matters, not just the sound bite or 140 characters. what does it all mean how does it all fit. host: you saw the popular vote going to the democrat in the electrical -- the electoral college vote going to donald trump. in theyou keep that classroom? >> i had a unique experience. ago, if you had a could engage the
presidential election completely. you have a curriculum, a certain timeframe, you keep moving. totake the opportunity engage the election. it often fits in other topics. given the opportunity to teach an elective solely based on the election and a gave students who really wanted to learn, eligible to vote, in november for the first time, a chance to process through how they think and how they understand the history of the presidency and the history of media and the presidency. and it was the end of the day and all that energy coming in, they engaged it well. of how airst hand view 17-year-old is taking all of this. with no shortage of news. know.
whatever happened in the course of the day, i would have to scrap my plan because this just came out. it challenged me as a teacher to have to say, ok, i have to be clued in as to what is going on around me so i can look in real time at what is happening. it was a challenge and they were excellent. first, i was teaching in the fall of 2000. it was a contrast between that and a similar one. worked ine time and the ap >>, we had talks about the electoral college. what are the arguments against it. ofhave a very timely example why this could happen, and how we take the theory -- all of this is available on our c-span video library,
c-span.org. the inauguration of donald trump from the west front. donald trump: what truly matters is not which party controls the government, but whether our government is controlled by the people. january 20, 2017 will be remembered as the day the people became the rulers of the nation again. the forgotten men and women of the country will be forgotten no everyone is listening to you now. you came by the tens of millions to become part of a historic movement the likes of which the world has never seen before.
at the center of this movement is a crucial conviction that a nation exists to serve its citizens. americans want great schools for their children, safe neighborhoods for their families, and good jobs for themselves. these are just and reasonable demands of righteous people and a righteous public. but for too many of our citizens, a different reality exists. mothers and children trapped in poverty in our inner cities. rusted out factories scattered like tombstones across the
landscape of our nation. and an education system flush with cash but which leaves our young and beautiful students deprived of all knowledge. and the crime, and the gangs, and the drugs that have stolen too many lives and robbed our country of so much unrealized potential. this american carnage stops right here and stops right now. [applause] steve: january 20, the inauguration of donald trump, and bill kamps, in the classroom, how did this play out? william: i offered it in my classroom during real-time. it was at lunch, so students were not in class, that i made sure that students who wanted to come by and watch, could. there was mixed reaction. some certainly embraced some of the populist language of it. others felt like there was exaggeration.
for the most part, students didn't feel clued in. they were watching and and processing it. for me, it was interesting that a group in my fifth period class, a lead up to the socratic seminar for the rest of the class, at the end of the school year brought this back as a subject of populism. what is the grand narrative of presidency using populist what is the grand narrative of presidency using populist narrative and how that plays out in the inauguration, as well as the other campaign rhetoric? for them, it is interesting, as much as there were some differences in how they interpreted the day, they certainly were able to see it in a larger historical context, which is what we are looking for. host: in the context of your courses on government, we have had polarizing times in america. before world war ii, and isolation movement, watergate, the impeachment of bill clinton. how do you deal with the current political climate in context to what we have seen in the 20th
century? sunshine: i think explaining to students that what is different now is the ease of communication, and the fact that news travels so fast and so broadly, that it feels like everything is happening everywhere and to you. and also a wide array of news sources, that you can choose to only hear things you agree with already. that's what makes it different, but these are not new times. america has always been stronger than the challenges we face. for the kids feeling unsettled or left out or frustrated that there's no reason to be pessimistic, there is a reason to be optimistic. they are better at channeling the modern tools available than anyone at any time in history, so they have the capacity to create change, and they should view that as a very important tool, but it is also critical that they talk to other people and expand outside their own confirmation bias narrative to hear other stories, and that they can listen to something like the inauguration dispassionately.
maybe listen to it twice, one for the emotion, and one other time for reason and think, ok, now what do i do? bill: it's not a new discussion. i think most teachers would probably say we have been talking about checking sources and making sure you find reliable information along the way. as funny as it sounds, it is actually helpful for us as teachers that this is now a national dialogue and the word is thrown around, because now students are more hyperaware. i want to make sure i'm doing things accurately. in a way, it has given legitimacy to something that i think we have been saying all along, which is you have to make sure that what you say is supported by the right facts. you can't just go in and make something up on a paper. we will hit you on that. in some ways, it is nice there
is a national conversation about this, and it has allowed us to say, look how this is playing out around you. we are not just making it up. host: i know as part of your july fellowship, you got the chance to go to the white house and hear from jim acosta and others in the white house briefing room. this is jim acosta during president trump's first news conference. jim: aren't you concerned that you are undermining people's faith in the first amendment, freedom of the press when you call stories you don't like fake news? why not just say it's a story i don't like? not just undermining it. pres. trump: here's the thing. i understand that you are saying. -- i understand what you are saying. you're right, except -- i know when i should get good and when i should get bad. sometimes i will say, wow, that is going to be a great story, and i will get killed. i would be a pretty good reporter -- not as good as you. i know what is good. i know what is bad. when they change it and make it
really bad, something that should be positive, sometimes something that should be positive, they will make ok, or even negative. so i understand it because i am there, i know what was said. i know who is saying it. i'm there. it is important -- i want to see honest press. i started off today by saying it is so important to the public to get honest press. the public doesn't believe you people anymore. maybe i had something to do with that, i don't know. but they don't believe you. if you were straight and really told it like it is, i would hear -- i would be your biggest booster, i would be your biggest fan in the world, including bad stories about me. but as an example, you are cnn, it is story after story after story that is bad. i won. i won. the other thing -- chaos. this is zero chaos. we are running -- this is a
fine-tuned machine. reince happens to be doing a good job, but half of his job is putting out lies about the president. i said yesterday, this whole russia scam you are building so you don't talk about the real subject, which is illegal leaks, but i watched him yesterday working so hard to try and get that story proper. i'm saying here is my chief of staff, a really good guy, did a phenomenal job at rnc -- i mean, we won the election, we got some senators, all over the country, he's done a great job. i said to myself, and somebody that was in the room, take a look at reince, he's working so hard putting out fires that are fake fires. they are fake. they are not true. host: that was back in february from the white house. the news conference of donald trump from the east room. sunshine cavalluzzi, as you look at that and teach students, what
host: really an incredible moment where politics and process and social media came into play. sunshine: absolutely. one of the things bill and i did this summer, as you mentioned, was to create content to include in the c-span teacher website, and this was one of the moments i chose for my lessons on senate rule 19.2, which is something i can assure you that in 17 years, my students have never been interested in, until now. that is one of the gifts of this. you mentioned it is polarized, but now we have an awareness i have never seen as a teacher in the intricacies of the process among the public as a whole, and it trickles down into the classroom. remember how i talked about the senate rules and you all kind of mentally snoozed because you didn't think it was important? let's put it in this context. you saw #neverthelessshepersisted. what does that mean? let's look beyond the hashtag and delve into what it means. what are the underlying questions?
host: and of course, senator mitch mcconnell is a master of the senate rules. bill kamps? bill: yes, and certainly when there is a dynamic when you got to the two large figures in their parties, and there is a repartee on using the rules as well as using the media around it, you are going to have an inevitable story. that's what i like sometimes about even the hashtag, even though it is simple, it is a good place to start a dialogue. students who i never thought would watch an event on capitol hill were coming in the next day and asking to talk about it. i want to know it happened, can you help me understand? they are even coming in with an attitude, i will acknowledge that i don't know much, can we dialogue through this?
highly appreciate that. host: we always remember where we were on september 11, 2001. your students were either not born or they were in intent. how do you teach post-9/11 politics and security issues in this generation? sunshine: it's very difficult. i was teaching in this time. i had students that did experience this with me. those who don't do not have any kind of living memory. i use video. i go to the archives. i go to news clips and show it. then we talk and say, imagine what it would feel like to watch this live and not now. i have personal stories from my students of that day that i share to help contextualize it. it is difficult, because they don't remember meeting someone at the gate, do we love each other enough to meet someone at the airport and come to the gate, or should i wait at curbside? so this is definitely a challenge about security, international threats in the
divide of before and after. host: part of that came with the president's first overseas trip to saudi arabia. he talked about terrorism, national security, and immigration. [video clip] pres. trump: every time a terrorist falsely invokes the name of god, it should be an insult to every person of faith. terrorists do not worship god. they worship death. if we do not act against this organized terror, then we know what will happen and what will be the end result. terrorism's devastation of life will continue to spread. peaceful societies will become engulfed by violence, and the futures of many generations will be sadly squandered. if we do not stand in uniform
condemnation of this killing, then not only will we be judged by our people, not only will we be judged by history, but we will be judged by god. this is not a battle between different faiths, different sects, or different civilizations. this is a battle between barbaric criminals who seek to obliterate human life, and decent people, all in the name of religion. host: bill kamps, as you hear in the president outlined his agenda in a post-9/11 world, trying to turn a page from barack obama, how do you incorporate that into the classroom? bill: certainly, we talk a lot about the world post-9/11, because so many of the different themes that come up in history related to america's appropriate role in the world i think are
dramatically shifted post-9/11. and dramatically shifted post-9/11. in that regard, we talk about what was the obama doctrine? what was the bush doctrine? what was their foreign-policy approach? how do they define terrorism? as we see an emerging trump doctrine, what does that look like? how can we be america first, in his perspective, but at the same time, he takes a hard-line stance on the issue of terrorism? how does he intend on balancing those? and letting them explore. what were some of the events in they lived through as men that have shaped their perspective? for someone living through vietnam, that will have a different impact on how they want to do policy in combating terrorism. host: and of course this generation is living through what is happening in north korea. here is secretary of state rex tillerson in new york at the united nations earlier this year. [video clip] sec. tillerson: with each successive detonation and
missile test, north korea pushes northeast asia and the world closer to instability and broader conflict. the threat of a north korean nuclear attack on seoul or tokyo is real. it is likely only a matter of him and time before they can strike the u.s. mainland. indeed, the dprk has repeatedly claimed they plan to do such a strike. him given that rhetoric, the u.s. cannot idly stand by, nor him can other members of this the can other members of this council who are within striking distance of north korean missiles. having for years displayed a pattern of this behavior that defies multiple security council resolutions, including 2270, and erodes global progress on in a erodes global progress on nuclear nonproliferation, there's no reason to think north korea will change this behavior under the current multilateral will sanctions framework. for too long, the international community has been reactive in
addressing north korea. those days must come to an end. failing to act now on the most pressing security issue in the world may bring catastrophic consequences. we have said this before and it bears repeating. the policy of strategic patience is over. additional patience will only mean acceptance of a nuclear north korea. host: how do you incorporate that to government students? you have the very real threats of north korea. guest: all of which are so deeply complicated and require an intense commitment to knowledge to delve into. if you go back to your first question about how do we teach government, how do we make history important right now, i think we start there. this is why we need to know what we have done before to understand how to respond these situations that present themselves now.
what our responsibilities as -- what are our responsibilities as voters? one of these is to have a position on these issues. we talk about understanding things. these are people who have access to information we don't have for 30 years. and so we need to judge of them -- we need to judge them remembering that they know more and that the president and national security team knows more and they are acting on the best information they have. if we act here, where else do we have to act? what other commitments does that require? it's easy to see problems and want to help you that's our instinct as humans. if we help here, where does that mean we also have to help? the last piece that i tend to talk about is that our students ' default is to assume our response has to be military. that's what's in movies. that's what's in video games.
what are economic options? what are political options? we get to think all that and approach it as voters. host: are there parallels to vietnam in terms of how we have shaped american foreign-policy? have you heard part of that with secretary of state rex tillerson? guest: starting with the fact that korea has not been a new story and american foreign politics for more than generation now, certainly again, there is this question of do we want to be aggressive? do we want to know that the world is not displaying weakness, but at the same time, how do you bring americans into a conflict where there is no pearl harbor moment, no 9/11 moment? a lot of times for americans, there's almost a defensiveness position. we will react, but he is asking
for some level of pro-action. that is a harder thing historically for americans to show that they are willing to be for the long conflict on. host: every president at the start of a new administration with the new party in power tries to do something different from their predecessor. is it different with this president? guest: i think it feels different. that's the question for us to explore in the classroom. and have them at context of history to go by, does it feel different because it is different or does it feel different because we see it? does it feel different because he is directly communicating with us on twitter that no president has ever had before? host: do you think that is a good or bad thing? guest: i think there's a mix. they have gone up always with the anti-bullying doctrine and do not name call. to them, they would not talk like that. i think they do like being able
to hear this unfiltered thought whether from a comedic perspective or from an information perspective. i think there is fairly split opinion. guest: one of the lessons for c-span that i wrote last week is twitter the new fireside chat? is that really just the new medium? roosevelt was able to say essentially say that i directly want to talk to the american people in their homes about the crisis going on. are these the new waters we are swimming in? it doesn't matter if you like it or don't like it. this is the reality. if this is the reality, what will the next president do? if this is the new normal, what is the next step? i'm even having them anticipate a little bit. host: reaction to vice president mike pence responding as he outlines the trump-pence agenda. [video clip] >> the president has taken decisive action to make this
country great again. president trump told you that he will battle for every american who has lost a job, every family who has lost a loved one, every american of faith who has lost their rights and freedom. that is exactly what he has done. our president has been busy since the first day of intensive ministration, rolling back the government and slashing red tape. this president has signed more bills into law, rolling back federal regulations and red tape than any president in american history. [applause] >> he is unleashing american energy and unburdening american businesses. he is putting americans back to work and is fighting every day to put america first. which was on full display just last week when president donald trump pulled the united states of america out of the paris climate accord. [applause]
>> amazing to think that international deal the last administration went into would have cost 6.5 million jobs in the next 25 years and put incredible burdens on the american people while at the same time allowing countries like china and india to get off virtually scot-free. in his decision, he put american workers first. he put america's future first. i promise that president donald trump will always put america first. [applause] host: vice president mike pence and we are here with our high school teachers. one teaches government and the other teaches history. let me go to your course on
government. the fundamental question, what is the role of the federal government? you can use what you heard from vice president pence about what should the government do and what it should steer clear of. guest: absolutely. that frames almost everything we talk about. everything we talk about in the terms of policy and your position on it as a political activist comes back to what is your role in particular to the federal government? those commentary is effective and instructive in the context of do we agree with this and why are why not? i think it also affords an opportunity to differentiate between politics and policy. it is one thing to say you will do something. it is one thing to leak that you might be considering, proposing a bill about fill in the blank. for everyone to get up in arms and crazy about it, it is a whole different thing to have a bill go through the process. it gives us a great venue to talk about what is the role and what does it look like when it gets done? where should we be freaking out, if we are someone thinks that is not a good idea?
host: freaking out is an education term. [laughter] guest: it is to me. host: did you two know each other before you joined the program? guest: no, not at all. we work really well together. we have collaborated on a couple lessons. definitely a wheelhouse of coming up with creative extension activities for teachers. we have laid out the lesson and we have asked some of the questions. here is how we can take it further could she is a master of -- further, and i would say she is a master of that. guest: he is the king of incisive questions for kids to ask amateurs great. host: what a good question to -- what is a good question to ask? guest: in regards to what you're talking about the role of government, it would be allowing them to ask the question of where has that role of government changed over the course of the 20th century? how have americans at different points based on the things that they have lived through, how
would they answer that question? how would someone in the progressive era of 1910 answer that question versus someone in the midst of the great depression? we can see that letting them understand that somebody in the these sets of circumstances might have a different opinion on government then my circumstances in 2017. host: you are in new jersey and you are in california. have you compared details on students? guest: we have certainly chatted about it and the differences in our schools. the answer to that question is the same as the answer to are there differences between us and the founding fathers? our kids have different experiences that shape their behaviors. they are very similar. this generation is extraordinary. it is such a gift to spend time
every day in southern california, new jersey, and anywhere else in the country. host: you have been teaching for 17 years. how about you? guest: 15. host: our kids watching the news today any differently? guest: i think part of it is social media. access to news has been much more egalitarian that it is more accessible to them that way. they are interested. i came away from the presidential election class were -- and the students were like, i have opinions and ideas. i want to do something with this. where can i go? what can i do to be engaged? it is great that we have raised awareness in the context of the events of last year. so what do we do with that? how do we take that energy stored up and put it towards something that is productive? host: do you in any way deal with the political rhetoric versus the political reality? sunshine: absolutely.
kids are getting news differently. most of them are getting it through their phone and a quick burst on their social feed. they decide whether to click or not click. pause before you retweet and pause before you click. am i being manipulated in some way? am i being marketed? am i being targeted or is this something i really care about? is my reaction emotional or intellectual? host: one of the most-watched hearings for the c-span network, jim comey, the fired fbi director who testified on capitol hill. it is on our library if you want to use it in the classroom at c-span.org and our website for teachers at c-span.org/classrooms. here's senator jack reed, a democrat from rhode island. [video clip] >> the russia investigation, as you pointed out, as all my colleagues have reflected, is one of the most serious, hostile acts against this country in our history, undermining very core
of our democracy and elections. it is not a discrete event. it will likely occur. it is probably being prepared for 2018 and beyond. and yet the president of the united states fired you because, in your own words, some relation to this investigation. and then he shows up in the oval office with the russian foreign minister first after classifying you as crazy and a real net job job, which you disproved this morning. your conclusion would be that the president is downplaying the seriousness of this threat. in fact, took specific steps to stop a federal investigation of the russian investigation of russian influence.
from what you said this morning, it does not seem to particularly interest him about the hostile threats by the russians. is that fair? >> i don't know if i can agree to that level of detail. it is no doubt that it is my judgment that i was fired because of the russia investigation. i was fired in some way to change -- the endeavor was to change the way the russia that is a very big deal, not just because it involves me. the nature of the fbi and its work requires that it not be the subject of political consideration. on top of that, you have the russia investigation itself as vital. i know i should of said this earlier, but it's obvious. if any americans were part of helping the russians do that to us, that is a very big deal. i am confident that if that is the case, director mueller will find that evidence. host: how do you translate that moment in our history, and early
this year as the fbi director testified before members of congress and now writing a book, and turn that into a lesson plan? guest: that is an example of how i taught something last year that change this year. we were wrapping up the watergate discussion. there were a lot of media outlets saying is the firing of coming similar to the saturday massacre? this was an opportunity where vocabulary that move past quickly for the sake of curriculum and other events i may have gone throughout the time and i said, no, this is the word. you are hearing this. this is something that we need to make sure that you are clarifying. here's this event playing out, the firing of the fbi director. how similar is it? how different is it? is this comparable to the saturday night massacre? is this going to have the same
direction? the media outlets were engaging in that question. you had people on both political sites asking and saying this was a totally different situation. others were saying it is exactly like that. what is actually the accurate statement? host: as this was playing out, what were your students telling you? guest: one of the things they were really hung up on is how director comey found out. he was giving a speech on the other side of the country and then he thought it was a joke at first. their first reaction was very much about that. it was that empathy to his situation rather than to the fact that he lost his job, which i thought was adjusting and a reflection on who they are, as students. it lets itself so beautifully to discussion we have had all year long. what is the difference between can and should? that plays out what we talk about free speech. we talk about the role of government and the powers of government. can the president do this?
of course he could. director comey acknowledged himself in the letter. but should he? the difference between politics and policy and what is allowed and what is expected leads to wonderful questions. fairly inconvenient in terms of breaking news, but in this case, my ap government class was at the beginning of the day. it was ideal for us because you throw out your lesson plan and say, last year on this day i might've talk about something else, but today we are queuing up c-span. let's watch the hearings. host: let's talk about the third branch, the supreme court. the republicans blocked the nomination of president obama on the supreme court. this year, the nomination of neil gorsuch, who now sits on the supreme court. guest: it was fascinating to look at again. we talk about senate confirmation hearings. that is not something that is as
appealing to students as whether or not the fourth amendment means that someone is having a party and the police come that they can come inside. senate confirmation hearings are a little open to sell, but it made it highly relevant to their lives. as much as it was unprecedented to watch and raise questions, it was certainly a gift or government teachers and this is why we have to care about the rules and leadership. host: here's one of those moments from the senate floor and the senate republican leader, mitch mcconnell of kentucky. [video clip] >> when president clinton nominated stephen breyer, i voted to confirm it. when president clinton nominated ruth bader ginsburg, i voted for her. i thought it was the right thing to do after you won the election. he was the president. the president gets to appoint supreme court justices. when president obama nominated sonia sotomayor and elena kagan,
i made sure they got an up or down vote, not a filibuster. no filibuster. no filibuster. we thought it was the right thing to do. it is not because we harbored allusions that we usually agree with these nominees of democratic presidents. certainly not. listen to this, madam president. we even protested when majority leader read file closure on the kagan nomination. it was not necessary. jeff sessions, the current attorney general, was the ranking member of the judiciary committee at the time. jeff sessions talking harry reid out of filing closure because it wasn't necessary.
we did not even want the pretense of the possibility of a filibuster on the table. it is quite a different story from what we are seeing today. this is where our democratic colleagues have taken us. will a partisan minority of the senate prevent the senate's bipartisan majority from confirming him? will they subject this qualified nominee to the first partisan the luster in american history? america will be watching. history will be watching. the future of the senate will hang on their choice. host: from the senate floor, bill camps. neil gorsuch did finally get confirmed. he did not mention what happened last year. guest: no, he did not get into the situation with merrick garland, the nomination being held off for what was almost
certainly a year in terms of trying to essentially prevent obama from filling that seat left by scalia. that was certainly one of those events that i probably didn't overstate enough. in that sense of trying to understand what they were living through, it was a historic event to see the length of time for that seats remain vacant during the last year of a presidency. for the students, it was a really good moment to let them understand just how partisan this has become. this is something that is sort of a process in our history. it really stalled out in the name of partisanship. host: which may set a precedent. if the republicans lose control of the senate and donald trump has controlled the senate in 2020, again hypothetical, you wonder if it can be political payback? guest: you can imagine that there won't be feared that is one of the things that changed with the nuclear option.
you can argue that what mitch mcconnell did was payback. it was for harry reid lowering the bar for other nominations for i thought it was interesting. mitch mcconnell is gambling on a republican winning the presidency, which at that time, was not as foreseen as it was turning out. i cannot imagine there will not be retaliation. this has been going on so long with judges. we are just seeing it continue to escalate. host: is the scene is a broader question that washington matters to students? do have a sense that it matters? guest: i think that's a hard statement to generalize with students. for some, they are all in. they are political junkies and they will follow the events and stories. for some, we have students who start worrying about what they will eat that day. it is almost like they don't
have the privilege of seeing if washington matters. but that it shouldn't. there are absolutely direct connections. topics of immigration, that hits home for many of my students. i have a very ethnically diverse school that i teach at. there's a lot of overlap. their thinking about their parents, their parents'jobs. they have responsible loser have to pick up with economic slack. in that regard, there is often that disconnect that we tried best to make that connection for them. it is hard when life's realities come into play. host: for your students in california? guest: i think that's our job to explain to them why does matter if they don't understand. why are these the realities you are facing? can you afford to go to college ?should you take out a student loan? should you get a part-time job to help your family pay expenses? all that is connected, but it feels remote.
when you don't feel like you understand, you do not realize how important, not only the decisions that are made, but your voice is in influencing. that is myself everyday in my class. this is why you need to care. i do not think a lot of students understand why they should. i think that is absolutely my greatest responsibility to teach them not only should they understand that they need to act, but they have to add their voice to the narrative in order to get a government that reflects their interests. host: i ask that because the health care debate is something that affects all americans one way or another. here's the independent senator from vermont, senator bernie sanders. [video clip] >> mr. president, i know that no republican wants to see anybody die. nobody does. that is the reality we are dealing with. you cannot ignore it. if somebody has cancer, if somebody has heart disease and you take away their insurance, i
do not need studies from harvard university to tell me or you what you know to be the case. this is the united states of america and we can do better than that. mr. president, i would ask unanimous consent. that the article that appeared today in the annals of internal medicine be submitted to the record. >> without objection. >> thank you, mr. president. mr. president, this issue is not just about health care. this is a profound, moral debate, defining who we are as a people today and who we want to be as a people in the future. mr. president, a great nation is is not simply one judged by how many millionaires and billionaires we have and by how many tax breaks we can give the billionaires. a great nation is judged by how we treat the weakest and the
most vulnerable amongst us. those people do not have fundraising dinners. those people don't contribute hundreds of thousands of dollars into the political process. a great nation is judged by how we treat the children, the elderly, the sick, the poor, the people who have disabilities. that is what a great nation is. this legislation is not worthy of a great nation. this legislation must be defeated. i yield the floor. host: from the senate floor. one voice out of many. the one topic has consumed washington and the country, health care in america. how does that play out in the classroom? guest: it plays out in the classroom and all day long. when the day the house voted on the bill, i was watching the news and it enough came in was one of my students saying, my brother is diabetic, this will change his life, what do i do? i think for people that this issue is so real and so
resonant. in the classroom we have to talk about, what do you do and what are your responsibilities, and it starts with making your voice heard. do not get cynical and say it's all the lobbyists and special interest. the special interests cannot vote. you can. special interest is an amorphous idea that cannot walk into a town hall meeting. you have to be informed. this one is more compelling, but it is a platform for you need to have an opinion and take action. whatever that opinion might be, if you support this or you don't, you need to let your voice be heard. host: what is your student population in southern california? guest: in high school i teach, we have about 20% of our students on free and reduced lunch. we have a significant amount of students with parents at the college education. we are 50% white, 30% hispanic, and the form remaining asian and african american. it is a fairly mixed group.
my daughter will be in middle school. she's coming to my school to false from now. host: what is your student population? guest: we have 1500 students. we are the center of the nation, in a sense. there are students who speak multiple languages of all different background to come into the school. they talk about the united states demographics. i was tell our students you're already here. you are what the country is going to be looking like just a few years. in that sense, seeing the trends. that is not just never city. -- ethnic diversity. that includes economic diversity as well. host: how do you engage with some students coming outside the u.s.? guest: that is a real challenge. i appreciate that our school has taken that push. we have to be cognizant of english-language learners.
that is the reality. we have a lot of students coming from a lot of different walks of life. we need to understand that we may not be able to teach the same way we taught 10 years ago. the world is changing and needs are changing. we need to be willing to adapt. it can definitely be a challenge. i'm certainly not mere the expert level on that where i should be. it's a challenge that is important if you want to do this well. host: one of the longest single events in terms of the town hall that we covered in your area, cumbersome and tom mccarthy. his republican from new jersey. he held a five hour plus town hall meeting. this is a moment when politics and policy and civic engagement come together. let's watch and get your reaction. [video clip] >> my friends and i came here because we feel the need. we are not children. we are concerned with ourselves and everyone else around us. we are the future and we are going to vote. i'm going to vote in 2018 and so
are we all. i would like to go back to a question my friend asked you. his rate considered a pre-existing condition under your amendment? yes or no? one word please. >> folks, you get to ask the questions and i get to answer them. >> answer them. let me say one more thing. someone correct me if i am wrong. i'm not trying to spread false information. i believe the statistic is one in five women will be the victim of a completed or attempted rape before their freshman year in college. i cannot even fathom that. the fact that might be a pre-existing condition, you call that not discriminating against women, what do you say about that? thank you. how can you say that and still not answer to me whether rape is
a pre-existing condition or not? >> here is why what answer it the way you want. >> answer it. >> i will answer it. >> at my friends and i plan to continue to get involved. you will answer to us. we are voting against you. you will answer to us. question ifswer the you will let me. >> i have given you multiple chances. >> it is possible there is someone who has been subject to rape in this room. it's possible. not reduce that to calling it a pre-existing condition. my bill does not do that. >> you are saying rape is not a pre-existing condition? >> if you listen to what i said, you cannot be denied or charged
because of having been great. >> at my question. that is a high school student engaged with the congressman. a meeting he wanted to attend. that was myuest: congressman. i wanted to get there. i think that student is very similar to a lot of students i encounter. in and they come have either anger or frustration, they have questions and they are looking for an outlet and they realize i have a voice, i have an opportunity to get involved. a person to be complain about this on the internet and not step in and do something. i have a great group i taught this year in my humanities class . they were wonderful and i have students i know will go on. one of them once to be a civil
rights attorney. they have the drive and the desire and they just need the resource and materials to go and be engaged. what was your path to becoming a high school teacher? guest: i actually teach at the high school i attended. i double majored in political science and always loved the social sciences. i worked in some consulting what that it never left me an impact my high school teachers had. made metured me and know i was capable more than i knew. that's what my teachers would have wanted me to do. the ability to play that role for someone else and our stories.have amazing
the kids who are creating change are incredible and the fact that we get to be a footnote in those stories is an extraordinary gift and i would not do anything else with my life. guidancehad a counselor in high school. i never had a close relationship with her, but anything i would -- anytime i would meet with her she would say you would make a great teacher. and i would say ok and never gave it much attention but i appreciate that there were teachers of my life along the way who were able to see something in me that i had a gift for this. interact withan high schoolers and commit to them and want to bring out the best in them and somebody saw that in me, so i'm simply trying todo that with my students, speak to things that are important that maybe somebody else's in the same to them. not just about their place in history but who they are as
you have theto say ability to be successful at something and to speak that into their life because sometimes there's nobody else who is doing privilegere's a great we have as teachers, to be the people on top of that and push them in that direction. what have you learned this summer? what are your plans when you start back in september and howdy plan to incorporate what we do here into the classroom? dayt: i have learned every -- i've use these resources for in my classroom, but the chance to see even more, one of the things i have loved is it would be fun to do a lesson on fill in the blank. that has been a ordinary and i've learned a lot watching the way people interact here and the philosophy of c-span has been a teachable moment for me.
i will certainly use the stuff i created and i'm definitely going to use the stuff bill has created and i look forward to interacting with even more educators and learning about things they are doing. selfishly, the lessons i created are things where i thought i would use this. i'm being encouraged to develop lessons i would use. appreciate having the chance to sit and take in the materials c-span has to offer. it's helpful to know there is a wide array of ways we can use the materials and i'm hoping to kick up another new collective active citizen that would allow students to get involved in their community and do service-oriented stuff. i will be sharing my experience here and sharing different stories of people i have met again, there'snd
a lot of different ways you can be involved and engaged and it doesn't have to be running for congress. there's a wide group of people finding their way to make a difference to being an engaged citizen and let them know that there are those options. i high school history and a from new jersey teacher from california who teaches government and politics. thank you for being with us. ourcan check out all of information at c-span.org/classroom. [captioning performed by the national captioning institute, which is responsible for its caption content and accuracy. visit ncicap.org] >> if you are a teacher of social studies and civics, try our classroom resources at the c-span classroom website.
there is ready to go resources, including current event videos and handouts and enhanced teaching tools to engage students in discussions with new contact -- new content added daily. easy.ree, quick and go to c-span.org/classroom to sign up. afternoon, author john nichols discusses his book olypse.n of the trumpac you can watch the conversation live at 7 p.m. eastern on .-span3 -- c-span2 political analysts discuss the future of the republican party. on c-span2, its book tv with authors on the summer reading lists of members of congress. history tv,american
focusing tonight on the cold and american culture of the 19th these. -- of the 1950's. think about a one-day festival, the national book festival, and you have over 100 authors from children's authors, illustrators, graphic novelist, all these different authors all day, over 100,000 people come in and celebrate have a betternot time and i'm a little prejudiced because i'm a librarian, but any reader or anyone who wants to get inspired, book festival is the perfect place. >> book tv's live coverage begins with pulitzer authors david macola and thomas friedman, former secretary of state condoleezza rice, and best-selling authors michael lewis njd vance.
festival, liveok saturday, starting at 10 a.m. eastern on c-span two's book tv. >> sunday night on "afterwards" -- mark live-in on the expansion of the federal government and what the country must do to move back to what the founders intended. he's interviewed by former south carolina senator, jim demint. >> have we reached the point where we can get back? are we now overwhelmed in the culture and in politics and in the media with this progressivism? a centralized government, phony egalitarianism, the smothering of individuals -- has it become so entrenched in our institutions that there's no way werip it out? i say this -- have to do everything we can, confronted,